Diana Sartika, Arman Husni

Strategi Pembelajaran yang Humanis bagi Peserta Didik

Introduction

Strategi pembelajaran yang humanis bagi peserta didik. Temukan strategi pembelajaran humanis untuk mengembangkan potensi peserta didik. Penelitian ini mengkaji Active Learning, PBL, PjBL, Role Playing, dan diskusi untuk pendidikan formal.

Abstract

Pendidikan harus mampu  mengembangkan potensi peserta didik. Pendidikan yang humanis merupakan salah satu cara mengembangkan potensi peserta didik.  Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran yang humanis bagi peserta didik di lingkungan pendidikan formal. Pendekatan humanis dalam pembelajaran menekankan pada penghargaan terhadap potensi, kebutuhan, dan keunikan setiap individu peserta didik, sehingga proses belajar tidak hanya berorientasi pada pencapaian akademik, tetapi juga pada pengembangan kepribadian dan karakter yang utuh. Metode yang digunakan dalam penelitian literatur review. Dengan mencari berbagai refernsi yang berkaiatan dengan tema yang di bahas.  Startegi pembelajaran yang humanis yang bisa diterapkan adalah strategi Active Learning dengan metode Role playing, Problem Based Learning, Project Based Learning, Diskusi, dan metode- metode yang mampu membuat siswa aktif dan guru hanya sebagai fasilitator yang akan membimbing siswa dalam melakukan aktifitas- aktifitas yang ada pada proses pembelajaran serta penciptaan suasana belajar yang kondusif, dialogis, dan menyenangkan.Kata Kunci: Strategi Pembelajaran, Humanis, Peserta Didik

Review

The paper, "Strategi Pembelajaran yang Humanis bagi Peserta Didik," addresses a highly pertinent and enduring topic within educational discourse: the implementation of humanist learning strategies to foster student potential. The abstract clearly articulates the study's objective, which is to describe these strategies within formal educational settings, grounded in the belief that education should extend beyond academic achievement to encompass holistic personality and character development. This focus on individual uniqueness, needs, and potential resonates deeply with contemporary educational philosophies that prioritize learner-centered approaches and well-being, making the paper's premise timely and significant in its exploration of student-centered pedagogy. Methodologically, the study employs a literature review approach, aiming to synthesize information from "various relevant references." While this method is appropriate for conceptual papers and identifying existing strategies, the abstract's description of the methodology lacks specificity regarding the scope and selection criteria for these references. A clearer articulation of the search strategy (e.g., specific databases, keywords used, inclusion/exclusion criteria, and the period covered) would significantly enhance the perceived rigor and transparency of the review. The abstract identifies several strategies, including Active Learning with methods like Role Playing, Problem Based Learning, Project Based Learning, and Discussion, emphasizing the teacher's role as a facilitator and the importance of a conducive learning atmosphere. While these are indeed common humanist-aligned methods, the abstract primarily lists them without delving into a specific theoretical framework or a deeper analytical lens that might differentiate this review from a general overview. To elevate the contribution of this work, future iterations or the full manuscript should consider elaborating on several fronts. Firstly, establishing a more explicit theoretical framework for "humanist learning" could provide a robust lens through which the identified strategies are analyzed, rather than merely described, offering a more nuanced understanding of their underpinnings. Secondly, while listing methods is useful, the paper would benefit from a more critical discussion of *how* these strategies specifically embody humanist principles, and the challenges or prerequisites for their effective implementation in diverse formal education contexts. Finally, detailing the *implications* for curriculum design, teacher training, and educational policy, beyond a general description of methods, would significantly amplify the practical value and scholarly impact of this timely exploration into humanist pedagogy.

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